Hi Lisa, Please let me know if you would like any change in the headings or prefer a different caption. Also please feel free to add your thoughts in the brackets,for components we should be addressing) I somehow feel most of it we have already addressed.... but the earlier paper also asked us to.... Let me see how to modify it now! Paper Components based on the Rubric and task:
1. Background Information - (can write about hatchet and Science and L.A. Connection)
2. Rules to play 'Brian's Return' - (How the game works in Scratch)
3. Ways to Use for learning - ( How someone would use it for learning)
4. Design Decisions
a) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing)
b)Choice of Learning goals (Extremely well articulated learning goals that best match the game.
c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)
d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)
5. Our Assumptions (about the platform, its limitations, frustrations, success...etc)
6. User testing (Research on User testing and how we tested...)
7. Conclusion (the process of game building, how we intend to test it... etc)
8. Brochure (supporting doc and materials)
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Rubric: Final project/game (30%) Due: Apr. 12
Elements for evaluation (Points)
Below standard (1)
Standard (3)
Exceed Standard (6)
Ease of use & aesthetics
Cumbersome design. Hard for the players to see what is going on in the game. The game is not aesthetically pleasing. Rules are very unclear and difficult to understand
Somewhat streamlined layout/ design. Rules are somewhat clear and easy to understand. The game is somewhat aesthetically pleasing.
Very streamlined layout. The players can easily see what is going on in all areas of the game. Very easy to understand the game and how to play it. The game is aesthetically pleasing.
Choice of learning goals
No learning goals provided or the goals do not match the game.
Learning goals are provided that matches the game but it is not well articulated
Extremely well articulated learning goals that best match the game.
Engagement
Total lack of emotional connection or tension throughout the game/ Lots of downtime/ no interesting decisions offered/ The game was not fun to play at all
Some moments of emotional connections/ Somewhat interesting theme/ the game was somewhat fun to play
Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play
Flow and balance
Lots of unnecessary procedures and cumbersome exceptions to rules. Needs lots of streamlining. Broken. The impact of luck is much too significant for the game to be fair
Few unnecessary procedures or cumbersome exceptions to rules. Mostly streamlined with few exceptions. Small areas with loopholes that need fixing. Many of the luck elements are appropriate but a few are still too significant
No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate.
Written component
Missing all or some of the components required.
Provided all the required elements but lack of appropriate articulation for most of the components.
Provided extremely well articulated writing for all the required components.
Major Project(30%)Due: Apr. 12
For this project, you can again work with a partner or by yourself. Using Scratch or other platform (StarLogo TNG, Java, Flash, etc.), you will develop the game that you proposed in your design document. You may want to narrow down the feature set to what is feasible and useful, considering that someone can use it for learning. The game need not stand on its own, but it can be supported by a facilitator and extra materials (need to be provided along with the program as a part of the written portion of the project). Written part: · The assumptions that you made · Background information · How the game works · How someone would use it · “User testing” that provides informal feedback of the game · Supporting documentation and materials. ........................................................................................................................................................................................................................................ ............................................................................................................
To understand and practice effective digital game based teaching and learning based on current theories in interactive digital environments
To examine the social, administrative, and pedagogical issues surrounding current digital game based learning activities
To explore the design and use of Commercial Off the Shelf (COTS) games in classrooms.
To design, develop and publish digital games in the context of education and document its rules, attributes, context of use, and rationale.
To analyze and question digital games as a medium for education and training
To demonstrate reflective and critical thought about the value of digital game based learning
To consider the changes in education (e.g., administration, design, etc.) required to realize the full potential of new teaching and learning technologies focusing on digital games
Please let me know if you would like any change in the headings or prefer a different caption.
Also please feel free to add your thoughts in the brackets,for components we should be addressing) I somehow feel most of it we have already addressed.... but the earlier paper also asked us to.... Let me see how to modify it now!
Paper Components based on the Rubric and task:
1. Background Information - (can write about hatchet and Science and L.A. Connection)
2. Rules to play 'Brian's Return' - (How the game works in Scratch)
3. Ways to Use for learning - ( How someone would use it for learning)
4. Design Decisions
a) Ease of use, and aesthetics (Very streamlined layout. The players can easily see what is going on in all areas of the game.
Very easy to understand the game and how to play it.
The game is aesthetically pleasing)
b)Choice of Learning goals (Extremely well articulated learning goals that best match the game.
c)Engagement (Consistent emotional connection or tension / very interesting theme that strongly engages the imagination of the players/ the game was very fun to play)
d)Flow and balance (No unnecessary procedures. Very few if any exceptions to rules. Very streamlined. No strategic loopholes. All luck elements are appropriate)
5. Our Assumptions (about the platform, its limitations, frustrations, success...etc)
6. User testing (Research on User testing and how we tested...)
7. Conclusion (the process of game building, how we intend to test it... etc)
8. Brochure (supporting doc and materials)
___
Rubric:
Final project/game (30%) Due: Apr. 12
Rules are very unclear and difficult to understand
Major Project (30%) Due: Apr. 12
For this project, you can again work with a partner or by yourself. Using Scratch or other platform (StarLogo TNG, Java, Flash, etc.), you will develop the game that you proposed in your design document. You may want to narrow down the feature set to what is feasible and useful, considering that someone can use it for learning. The game need not stand on its own, but it can be supported by a facilitator and extra materials (need to be provided along with the program as a part of the written portion of the project).
Written part:
· The assumptions that you made
· Background information
· How the game works
· How someone would use it
· “User testing” that provides informal feedback of the game
· Supporting documentation and materials.
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